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ESL Reading: Knowledge, Strategies and Techniques

ESL Reading: Knowledge, Strategies and Techniques. Fred Carrigg, Special Assistant to the Commissioner for Urban Literacy. Reading is a response to a visual symbol superimposed on auditory language (Myklebust, 1967). The Process (Thonis). See print (print rich environment)

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ESL Reading: Knowledge, Strategies and Techniques

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  1. ESL Reading: Knowledge, Strategies and Techniques Fred Carrigg, Special Assistant to the Commissioner for Urban Literacy

  2. Reading is a response to a visual symbol superimposed on auditory language (Myklebust, 1967)

  3. The Process (Thonis) See print (print rich environment) Transform print into recognizable sounds and arrangements of sounds (decoding) Relate what has been recognized to experience (prior knowledge, topics, vocabulary) Make the speech-print connection (code-meaning) Store the print and the associations for further use (meaning and learning)

  4. Success depends on: • 1. number and quality of stored experience • 2. General level of oral language development • 3. Suitability of instructional program (comprehensible input) • 4. Interest, motivation, and intelligence

  5. Oral Language Development (ESL) • OLD must precede decoding • Phonology • Vocabulary • Topic (cultural differences)

  6. Phonics Transform print into recognizable sounds and arrangements of sounds (decoding) English is CVC (Consonant, vowel, consonant) Spanish is CVCV (Consonant, vowel, consonant, vowel)

  7. CVC v CVCV English Spanish house casa touch toca run corre hand mano speak habla

  8. Read ME! • I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal pweor of the hmuan mnid, Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig uh? yaeh and I awlyas thought slpeling was ipmorantt!

  9. Relating to Known Vocabulary and Stored Experiences • Socio-economics • Vernacular English • NELB • DO: Do: OLD, Semantic Maps, Concept Maps, etc that preview critical vocabulary, Leveled readers

  10. Successful decoding is not Reading.. Extant Hardstand Haploid Lucubrate Mufti

  11. Reading for context clues • The crocodile is worthy of admiration in that it is extant. • The hardstand must be replaced. It is simply so damaged that it is now dangerous. • Haploids are less likely to mutate. • Given no other choice, Cervantes was forced to lucubrate. • Disguised in mufti, the man shocked the crowd when he pulled a gun.

  12. Multiple Unknowns • The gobbledorph drined a bleen in the shile to rend its crill.

  13. WH Questions • 1. What drined the bleen? • 2. What did the gobbledorph drine? • 3. Where did the gobbledorph drine the bleen? • 4. Why did the gobbledorph drine the bleen in the shile?

  14. Interest and Motivation • All children want to communicate, meaning and message • Do: Choose stories, exercises that center on students’ needs • Do: LEA Approach – Illustrate, Label, Write to read

  15. Multiple Entry Points • Identify (assess) where the student is in the second language acquisition process and in the reading process. • Provide appropriate (pre)reading strategies, techniques, materials

  16. Reading Programs: What we Know: • Native Language Instruction is preferred (especially grades k and 1) • Second Language only programs can be successful, but they carry a higher risk of reading problems • Key to transfer and ESL only is background knowledge and vocabulary in English

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